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¶ … Americans with Disabilities Act (ADA) was first signed into law in 1990, and several amendments to it have been made including the most recent changes made in 2009. Generally, the ADA requires that "reasonable accommodations" are made to infrastructure and environment, including those related to a test-taking environment (U.S. Equal Employment Opportunity Commission, 2008). Accommodations are made according to the specific needs of the situation, with the goal being the provision of an "an opportunity for a person with a disability to achieve the same level of performance and to enjoy benefits equal to those of an average, similarly situated person without a disability," (U.S. Equal Employment Opportunity Commission, 2008). An employer or educational institution, for example, would need to ensure that desks can be adapted to suit test-takers with physical disabilities, that the test-taking venue is accessible to persons needing assistance in a wheelchair or other device, or in other cases, the test material be translated into sign language or braille.
The text of the ADA regulations emphasizes the legal "obligation" testing entities have in providing equal opportunity compete with others in the "high stakes" testing environment (United States Department of Justice, Civil Rights Division,...
High school equivalency examinations like the GED, college entrance examinations like the SAT, and graduate school admissions tests like the GMAT are all examples of "high stakes" tests that make a clear difference in the lives of those taking them. Professional licensure tests are also falling under the ADA rubric for high stakes tests. In addition to providing for adaptations to the physical environment or material language of the tests, other accommodations may include extended time for taking the tests if extra time is warranted. Because of these provisions and the ways they have been interpreted and implemented, persons without disabilities have begun to feel threatened and claim the adaptations provide unnecessary privileges or entitlements to persons with disabilities.
The fears that privilege or entitlement is being given to persons with disabilities is unfounded. For one, the ADA does not require that the tests ensure equal results; only that the test-taking instruments and environment are equally as accessible to all test takers. Second, persons with disabilities have contended with unequal access to a range of materials throughout their lives up until the point of the test and it would be hard to imagine their being "entitled" or "privileged" in any way. Quite the…
References
American Board of Internal Medicine (2015). Accommodation for Test Takers with Disabilities. Retrieved online: http://www.abim.org/exam/testing-accommodations-disabilities/
United States Department of Justice, Civil Rights Division (n.d.). Testing accommodations. Retrieved online: http://www.ada.gov/regs2014/testing_accommodations.html
U.S. Equal Employment Opportunity Commission (2008). Americans with Disabilities Act: Questions and Answers. Retrieved online: http://www.ada.gov/qandaeng.htm
Limitations on ADA Requirements: The ADA does not require employers to provide accommodations that pose an undue hardship on the employer or the business entity. The ADA defines "undue hardship" as accommodations that exceed the employer's financial resources or that would constitute significant hardship or difficulty for the employer (Halbert & Ingulli, 2008). In that regard, the ADA analysis of what accommodations are unduly difficult or expensive depends on specific
Many of the answers used to hold workers with disabilities can also crack work-related problems of older workers. But older workers would not point out that they are disabled, even though they may come across functional limitations that are comparable to those met by persons with disabilities. Elder workers with vision, hearing, dexterity, memory, attention, standing, and/or sitting disabilities may come across difficulties on the job. There are a
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
As activists in women's liberation, discussing and analyzing the oppression and inequalities they experienced as women, they felt it imperative to find out about the lives of their foremothers -- and found very little scholarship in print" (Women's history, 2012, para. 3). This dearth of scholarly is due in large part to the events and themes that are the focus of the historical record. In this regard, "History was